CHAPTER 3 – UNDERSTANDING A CHILD’S THINKING

In the study that Just, M., Cherkassky, V., et al. (2014) considered, the claims about brain images showing brain activation patterns were stated. The study found that the brain anatomy in autism can be distinguished through neuroimaging. Brain imaging may show a direct causal path to autistic thought and behavior. Apparently, brain imaging shows that the representation of ‘self’ or ‘self-involvement’ is lacking and/or missing in the autistic brain. The ‘self’ is altered or removed to the point that the person with autism thinks about themselves as being ‘outside’ of the social interaction, much as one would when watching a play or reading a book.

Alexander, B. (2018) asks, in a correspondence with his brain – What the heck happened to you? Can you explain to me why you behave in the manner that you do? Why are your endless wiring networks preventing me from speaking? When did I become autistic? People assume that because I can’t talk, that I can’t understand. But because my parents brought knowledge to my fingertips, I have a remarkable vocabulary. My neurons in the limbic area have been firing on overdrive. But nobody should have to accept the assaulting seizures that I have endured. Still, keep sending those transmissions to my fingers so I can talk to you on my devices.

< My Thoughts >          “…I have a remarkable vocabulary.”

Retrieving and using a remarkable vocabulary takes an amazingly complex thinking process. While some people with autism have difficulty with learning, retrieving and using knowledge and vocabulary, others may be exceptionally talented.

Note: More about Exceptional Perception (EP) in UNIT 4, Chapter 2, Part 4.

Bodfish, J. (2004) believes that within each child there are ’islands’ of ability surrounded by a ‘sea’ of disability. Sometimes those ‘islands’ of ability are occasionally glimpsed, but NOT fully revealed. Autism affects many domains. Therefore, he warns, when a proposed ‘treatment’ claims to ‘cure’ the ‘core’ features of autism, that particular ‘treatment’ most likely has ‘largely escaped’ scientific validation and empirical evidence to that end.

< My Thoughts >       “…Autism affects many domains.”

Because autism affects many domains, understanding the strengths and weaknesses of the person with autism becomes a formidable challenge. Due to unwanted, dangerous behaviors, understanding thinking and learning, may seem second-place. Yet, we hope to motivate and guide successful those behaviors which will aid in improving thinking and learning outcomes.

PART 1  LEARNING STRENGTHS

Xin, J., Sheppard, M., et al. (2017) believe that to be successful in any ‘one’ domain, say ‘behavior’, intervention must ‘deeply impact’ that domain area. These authors remind us, the whole family must be involved in the process of change, in order for it to be effective and lasting. They claim that the most successful motivational procedures focus on following the child’s lead. That includes working within his or her interests, giving the child an opportunity to use expressive language throughout the day and in the child’s natural environment.

Pointing out that self-monitoring has been shown to increase on-task behavior and improve motivation. This study also found students became more responsible when using the iPad to ‘self-model’ and ‘self-monitor’ their behaviors. Such handheld devices can prepare them for the increased behavioral demands of the school environment, thus creating more independence and better learning experiences.

< My Thoughts >       “…working within his or her interests…”

It is so important to know your child and how to attract them to learning, as with the iPad. Knowing also that a child’s behavior may constantly be influenced by his/her autistic developmental trajectory. Everything ‘autism’ is subject to change. What works once, may not work again; at least for a little while. Sometimes, even the most curious child has to ‘warm-up’ to the idea of something new, or revisited. We have a saying in our home that “Sonny has to make the idea, first.” If it seems as if he’s doing it ‘his’ way, and at his pace, then he may become more interested in trying something new. Also, it is difficult to determine his current ‘learning modality’. One day he may seem more in need of approaching this ‘visually’; while other days, he needs both visual and auditory learning cues.

Staff Writer (2019) states that there are thought to be seven basic learning styles which guide educators with lesson planning. They are – Visual, Aural, Verbal, Physical, Logical, Social, and Solitary Styles. Touching upon and/or including some of all seven styles is known to be the ‘Best Practice’ to keep students engaged in curricular learning.

The following gives the preferred learning modalities of these Seven Learning Styles –

• Visual (spatial): Best learned through pictures, images, and spatial understanding.
• Aural (Auditor-musical): Best learned by hearing information, through sound and music.
• Verbal (linguistic): Best learned by using and hearing words, speech, and writing.
• Physical (kinesthetic): Best learned by using their body, hands, and sense of touch.
• Logical (mathematical): Best learned by using logic, reasoning, and objective systems.
• Social (interpersonal): Best learned in groups, and/or with other people.
• Solitary (intrapersonal): Best learned when working alone, using self-study.

 
< My Thoughts >       “…preferred learning modalities of…”

When introducing new thoughts, ideas, and/or skills, educators use lessons based on ‘Best Practices’ and addressing learning styles. Keeping students engaged in learning involves knowing your students and how to present new material to them. When parents take on the task of teaching, it’s even more important that they know their child’s interests and how their child learns. “But my child has autism,” you may exclaim. Yes, however, basic teaching practices still apply. The child needs to be interested, engaged and motivated to learn. Even low-functioning Sonny could be ‘heard' thinking, What’s in it for me?

Sometimes, a combination of learning patterns and needs, or styles will help impart knowledge, to the ‘resistant’ learner. The need to have the presentation of information come in the following combinations may be best, for instance – Abstract, Concrete, Sequential, and Random.

Examples of learning tasks which make sense to these types of ‘learners’ –

Concrete/Sequential learners like step-by-step instruction, or following a schedule, in a structured environment.
Concrete/Random learners want to have concrete examples to try out, using a trial-and-error approach. They like problem solving in the physical world.

Abstract/Sequential learners need well researched information and ideas to thoroughly work through and analyze; preferably alone, using their intuition to guide them.

Abstract/Random learners want a personal example or perspective from the heart not the head. They like listening to others in a group, but only like dealing with one thing at a time.
​
An efficient educational and behavioral management program will first require a thorough understanding of your child. For instance, how is the child relatively? How are they unique, where are they cognitively, how do they process information (seeing & looking, hearing & listening, and/or touching & doing)? 
 
< My Thoughts >       “…how do they process information?”

​In other words, how do they learn? With or without autism, a child has a learning style, or a combination of learning preferences. How to discover this may take some investigative work.

CHAPTER 3 – UNDERSTANDING A CHILD’S THINKING

In the study that Just, M., Cherkassky, V., et al. (2014 considered, the claims about brain images showing brain activation patterns were stated. The study found that the brain anatomy in autism can be distinguished through neuroimaging. Brain imaging may show a direct causal path to autistic thought and behavior. Apparently, brain imaging shows that the representation of ‘self’ or ‘self-involvement’ is lacking and/or missing in the autistic brain. The ‘self’ is altered or removed to the point that the person with autism thinks about themselves as being ‘outside’ of the social interaction, much as one would when watching a play or reading a book.

Alexander, B. (2018) asks, in a correspondence with his brain – What the heck happened to you? Can you explain to me why you behave in the manner that you do? Why are your endless wiring networks preventing me from speaking? When did I become autistic? People assume that because I can’t talk, that I can’t understand. But because my parents brought knowledge to my fingertips, I have a remarkable vocabulary. My neurons in the limbic area have been firing on overdrive. But nobody should have to accept the assaulting seizures that I have endured. Still, keep sending those transmissions to my fingers so I can talk to you on my devices.

< My Thoughts >       “…I have a remarkable vocabulary.”

Retrieving and using a remarkable vocabulary takes an amazingly complex thinking process. While some people with autism have difficulty with learning, retrieving and using knowledge and vocabulary, others may be exceptionally talented.

Note: More about Exceptional Perception (EP) in UNIT 4, Chapter 2, Part 4.

Bodfish, J. (2004) believes that within each child there are ’islands’ of ability surrounded by a ‘sea’ of disability. Sometimes those ‘islands’ of ability are occasionally glimpsed, but NOT fully revealed. Autism affects many domains. Therefore, he warns, when a proposed ‘treatment’ claims to ‘cure’ the ‘core’ features of autism, that particular ‘treatment’ most likely has ‘largely escaped’ scientific validation and empirical evidence to that end.

< My Thoughts >       “…Autism affects many domains.”

Because autism affects many domains, understanding the strengths and weaknesses of the person with autism becomes a formidable challenge. Due to unwanted, dangerous behaviors, understanding thinking and learning, may seem second-place. Yet, we hope to motivate and guide successful those behaviors which will aid in improving thinking and learning outcomes.

PART 1  LEARNING STRENGTHS

Xin, J., Sheppard, M., et al. (2017) believe that to be successful in any ‘one’ domain, say ‘behavior’, intervention must ‘deeply impact’ that domain area. These authors remind us, the whole family must be involved in the process of change, in order for it to be effective and lasting. They claim that the most successful motivational procedures focus on following the child’s lead. That includes working within his or her interests, giving the child an opportunity to use expressive language throughout the day and in the child’s natural environment.

Pointing out that self-monitoring has been shown to increase on-task behavior and improve motivation. This study also found students became more responsible when using the iPad to ‘self-model’ and ‘self-monitor’ their behaviors. Such handheld devices can prepare them for the increased behavioral demands of the school environment, thus creating more independence and better learning experiences.

< My Thoughts >       “…working within his or her interests…”

It is so important to know your child and how to attract them to learning, as with the iPad. Knowing also that a child’s behavior may constantly be influenced by his/her autistic developmental trajectory. Everything ‘autism’ is subject to change. What works once, may not work again; at least for a little while. Sometimes, even the most curious child has to ‘warm-up’ to the idea of something new, or revisited. We have a saying in our home that
 “Sonny has to make the idea, first.” If it seems as if he’s doing it ‘his’ way, and at his pace, then he may become more interested in trying something new. Also, it is difficult to determine his current ‘learning modality’. One day he may seem more in need of approaching this ‘visually’; while other days, he needs both visual and auditory learning cues.
​
The following gives the preferred learning modalities of these Seven Learning Styles –

• Visual (spatial): Best learned through pictures, images, and spatial understanding.
• Aural (Auditor-musical): Best learned by hearing information, through sound and music.
• Verbal (linguistic): Best learned by using and hearing words, speech, and writing.
• Physical (kinesthetic): Best learned by using their body, hands, and sense of touch.
• Logical (mathematical): Best learned by using logic, reasoning, and objective systems.
• Social (interpersonal): Best learned in groups, and/or with other people.
• Solitary (intrapersonal): Best learned when working alone, using self-study.

Often, a combination of learning patterns and needs, or styles will help impart knowledge, to the ‘resistant’ learner. The need to have the presentation of information come in the following combinations may be best, for instance – Abstract, Concrete, Sequential, and Random.

Examples of learning tasks which make sense to these types of ‘learners’ –

Concrete/Sequential learners like step-by-step instruction, or following a schedule, in a structured environment.

Concrete/Random learners want to have concrete examples to try out, using a trial-and-error approach. They like problem solving in the physical world.

Abstract/Sequential learners need well researched information and ideas to thoroughly work through and analyze; preferably alone, using their intuition to guide them.

Abstract/Random learners want a personal example or perspective from the heart not the head. They like listening to others in a group, but only like dealing with one thing at a time.

An efficient educational and behavioral management program will first require a thorough understanding of your child. For instance, how is the child relatively? How are they unique, where are they cognitively, how do they process information (seeing & looking, hearing & listening, and/or touching & doing)? 
 
< My Thoughts >       “…how do they process information?”

​In other words, how do they learn? With or without autism, a child has a learning style, or a combination of learning preferences. How to discover this may take some investigative work.

 PART 2  LEARNING WEAKNESSES –
 
What are the types of learning disabilities?
 
Learning Disabilities (LD) is a broad term. There are many different kinds of learning disabilities. Most often they fall into three broad categories:

• Reading disabilities (often referred to as dyslexia)
• Written language disabilities (often referred to as dysgraphia)
• Math disabilities (often called dyscalculia)

 
Other related categories include disabilities that affect memory, social skills, and executive functions such as deciding to begin a task.
 
Here is information on the more common forms of LD –
 
Dyslexia (difficulty reading)
 
Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Reading disabilities affect 2 to 8 percent of elementary school children. To read successfully, one must:

• Focus attention on the printed symbols
• Recognize the sounds associated with letters
• Understand words and grammar
• Build ideas and images
• Compare new ideas to what you already know
• Store ideas in memory

 
A person with dyslexia can have problems in any of the tasks involved in reading. However, scientists found that a significant number of people with dyslexia share an inability to distinguish or separate the sounds in spoken words. Some children have problems sounding out words, while others have trouble with rhyming games, such as rhyming "cat" with "bat." Yet, scientists have found these skills fundamental to learning to read.
 
Fortunately, remedial reading specialists have developed techniques that can help many children with dyslexia acquire these skills. However, there is more to reading than recognizing words. If the brain is unable to form images or relate new ideas to those already stored in their memory, then the reader cannot understand or remember the new concepts. Other types of reading disabilities can appear in the upper grades when the focus of reading shifts from word identification to comprehension.
 
< My Thoughts >       “…from word identification to comprehension.”
 
When studying to become a Reading Specialist, my feeling was one of amazement that we can become accomplished readers, at all. And then, to be able to write so that others may read our thoughts and ideas is truly inspirational.
 
We joke that Sonny can read! He can read? How can that be? Well, when he sees McDonald’s Golden Arches, he gets very excited. That ‘M’ symbol represents McDonald’s. Just that ‘one’ symbol, which is what a ‘letter’ is, is comprehended as a place where he can get his favorite fries.
 
 Dysgraphia (difficulty writing)
 
Writing too, involves several brain areas and functions. The brain networks for vocabulary, grammar, hand movement, and memory must all be in good working order. A developmental writing disorder may result from problems in any of these areas. For example, a child with a writing disability, particularly an expressive language disorder, might be unable to compose complete and grammatically correct sentences.
 
< My Thoughts >       “…developmental writing and/or expressive language disorder…”
 
When dealing with, or trying to discover your child’s ‘difficulties’, keep a positive approach. Help your child feel cherished and worthy of all the fuss. Remember too, that throughout childhood, kiddos hear and understand, receptive language, so much more than we think that they do. They ‘pick up’ on your attitude and feelings. There are studies showing that sensitive children actually see people’s attitudes in auras. When your child tells you – “The teacher doesn’t like me.” What s/he may not tell you is that when the teacher approaches, her aura turns brown. Believing brown is a ‘yucky’ color, like dirt and some unmentionable things.

While a young child’s expressive language is often limited, because to get the thoughts created in their mind to successfully be expressed as spoken language, is an extremely complex, highly developmental function. So, give your child a way to express themselves. And, to get your attention and send you into action other than resorting to a tantrum. Also, teach family members and caregivers how to interpret the ways in which your child communicates their wants and needs. 
 
Dyscalculia (difficulty with mathematics) 
 
Arithmetic involves recognizing numbers and symbols, memorizing facts, aligning numbers, and understanding abstract concepts like place value and fractions. Any of these may be difficult for children with developmental arithmetic disorders, also called ‘dyscalculia’. Limiting skills, such as problems with numbers or basic concepts are likely to show up early. Disabilities that appear in the later grades are more often tied to problems in reasoning, and/or poor reading comprehension skills.
Retrieved online from – http://www.ldonline.org/article/5613/
 
< My Thoughts >       “…limiting skills…”
 
Throughout a child’s academic career, math skill deficits, such as seeing numbers in reversed order, or even upside-down make math success impossible. In addition, the student may have limited information processing skills while reading and writing. This can determine their success or failure in all subjects, not just with math. Without understanding directions, instructions, and expectations, failure is sure to follow. Word problems in mathematics can start with lessons and homework assignments in First grade.
 
Parents, and some educators are often surprised to find that promising students suddenly stop understanding math. Homework assignment involve so many things –
​

• Reading & comprehending all the steps required in the assignment.
• Following all of the assignment’s directions, step by step.
• The ability to focus on what exactly you are supposed to do, then presenting your answer in a legible manner. (some math teachers ask students to use and hand-in ‘scratch’ paper showing their work, to help see where the misunderstandings are)
• TIME factor – a way for the child to plan for the time needed to complete each step of the assignment. Also, when the assignment is due.

These are just a few of the reasons. It may be that the child is having serious learning problems, including difficulties with reading and writing. Many times, all three learning disorders are present, with one being the more difficult. If students can make it into a Geometry class, or if early-grade teachers can include ‘beginning’ geometry, then math will suddenly make sense. Possibly because students are drawing shapes, lines, and angles following models, and constructing forms that they see in the real world, using ‘ordinary’ number values. Geometry requires more ‘literal’ thinking and more hands-on applications, while ‘algebra’ requires more abstract. Some school districts allow a student to have Geometry as their math credit, without having to attempt Algebra.
 
Exley, S. (2003) tells us that learning difficulties such as dyslexia, dysgraphia, and dyscalculia restrict information processing; thus, limiting the skills of speech, reading, spelling, writing, essay writing, numeracy, and behavior. Parents, educators, and the child too can discover strengths which can improve motivation and learning, thus achieving greater success. Exley continues by advising teachers to embrace a range of strategies to give students ownership of their learning and improving their school experience.
 
< My Thoughts >       “…give students ownership of their learning…”

Once any student has an improved school day and feels empowered in their learning, teachers find that most students begin moving towards success and away from anxiety and withdrawal.

Mayes, S., Frye, S., et al. (2018) help us see that students with ADHD, autism, and fine motor problems should be evaluated for the disability of ‘dysgraphia’. This handwriting and transcribing complication can be compensated for by allowing students the accommodations of using a word processor, or speech recognition software. Mayes, et al. say the study suggests that if the student does not learn the way you teach them, then you must teach them the way they learn.

< My Thoughts >                   “…allowing students the accommodations…”

When combining dyslexia, dysgraphia, ADHD, and autism, it is almost impossible for this student to succeed in the traditional academic setting. But, a combination of learning problems, or even one of these problems can be helped by an Individualized Education Program’s (IEP) learning goal ‘accommodation’ or ‘modification’, or both. And of course, when problems are NOT addressed, unwanted ‘behaviors’ will most surely follow.

IEP Intentions Staff Writer (2019) insists that the words ‘accommodation’ and ‘modification’ are used interchangeably, but it is important to differentiate between them when considering an Individualized Education

Program’s (IEP) learning goals. ‘Accommodations’ are classroom supports which do not change the curriculum content or length. These supports, such as –

• Making applications available which read the text and/or textbook to students with dyslexia.
• Speech to text computer application for students with dysgraphia.
• Manipulative use during math for students with dyscalculia.

If this type of accommodation, plus special seating, lighting, and other physical specializations do not improve the student’s learning opportunities, then ‘modifications’ may be added to his or her IEP.

‘Modifications’ are changes in the curriculum content and length. Modifications such as altering lessons to the student’s ability level, instead of their grade level –
​

• Have a student dictate a summary response, instead of writing an essay-type answer, students with dysgraphia.
• Presenting less information and in a simplified way, for students with dyscalculia. Read written instructions to them. Break down assignments & tests into sections.
• Reducing assignments, including the amount of text to be read, and the number and type of test questions to be asked and answered, for students with dyslexia.

Therefore, the use of ‘accommodations’ in the IEP will not alter the learning outcome, only levels the playing field, because the curriculum does not change. While the use of ‘modifications’ in the IEP will change the learning outcome, because the playing field has changed, as students are not receiving grade-level curriculum.

< My Thoughts >       “…use of ‘accommodations’ & ‘modifications’ in the IEP…”

The IEP is a legal document. Use of services which are stated as either ‘accommodations’ or ‘modifications’ must be made with the legality of the document and the expectations of the services in mind. Your child is eligible for these services and you can expect to see proof that your child’s learning goals are being met.
​
Sometimes, students need longer to fulfill goals and asking for an time extension is acceptable. But, if your child is still not meeting his or her goals by the next IEP meeting, then ask an explanation, or, for the goal accommodations and/or modifications to be rewritten.

If you feel there are serious problems, you may request a meeting of the IEP team, at any time. Also, a ‘Functional Behavioral Analysis’ (FBA) and/or a ‘Behavior Improvement Plan’ (BIP) can be added if the IEP team, which includes you, feels that it is necessary.

Note: More about Individualized Education Program, IEPs in UNIT 6, Chapter 3, Part 1. APPENDIX Visual Processing Disorder below has additional disabilities which are allowed as IEP ‘accommodations’ and ‘modifications’.

Logsdon, A. (2020) lets us know that learning disabilities are found in 1 out of 5 students. The brain structure is the cause, not IQ, behavior, or focus. She says that added to the main ones – dyslexia, dysgraphia, and dyscalculia are auditory & visual processing disorder, as well as nonverbal learning disabilities caused by neurological disorders as suffered by people with autism.

Burnette, J. (2013) believes that small group learning requires organizing groups, planning, adapting instruction, and providing extra materials. But she says it’s well worth it to see students with learning disabilities become successful, working and learning in a group.

< My Thoughts >            “…working and learning in a group.”

These examples, as given here, are a format for incorporating a students’ learning style to become more successful in small group learning. When teaching, a teacher or parent can stive for creativity and flexibility in presentation.

Students may find learning strengths by learning in groups where teachers begin a lesson by assigning cooperative learning tasks. But before individual tasks are determined, these general reminders are prominently displayed for all to see.
 
Individual Tasks (Focused on Visual, Auditory, & Kinesthetic learning) –

• The Data Collector ~ collects & records data/notes for the group activity. Keeps a checklist or activity guide.
• The Clarifier ~ keeps track of the group’s progress & focused towards its goals. Makes sure the action is appropriate.
• The Encourager ~ praises, affirms, promotes positive comments & actions. Keeping group focused on finishing goals.
• The Materials Manager ~ gets & returns supplies & materials. Organizes ‘clean-up’ tasks, after each activity.
• The Timekeeper ~ monitors time & helps to keep the group on task. Works with the Clarifier & Encourager to keep focus.

 
Once individual tasks have been determined, (best way is to draw tent cards from a container) each group member now has a tent card. One side of the tent card displays the student's job title, while the other side lists the responsibilities for that job. 
 
Students can also draw symbols on their card to represent their job. The teacher provides the actual representations. For instance, the Data Collector has a voice activated iPad for notes; the Clarifier a magnifying glass; the Encourager has cheerleader’s megaphone; the Materials Manager a small shopping cart; and the Timekeeper a stopwatch.
 
Task members can be given individual nicknames. Data for the Data Collector, Claire/Clarus for the Clarifier, Cheerio for the cheerleader, and Matt/Matilda for the Materials Manager, and so on. Whatever it takes to have student engagement. Children learn more easily when they are having fun, feel involved, and are seeing some benefits to themselves. The ‘what’s in it for me’ motivation. Spending too much time getting set-up can become a problem, so the teacher may want to make a Visual Schedule or a Graphic Organizer to keep everyone focused on their goal.
 
REFERENCES: UNIT 5 CHAPTER 3 UNDERSTANDING A CHILD’S THINKING, PART  1 LEARNING STRENGTHS, PART  2 LEARNING WEAKNESSES
 
Alexander, B. (2018). Correspondence With My Brain: Life With Nonverbal Autism; Retrieved online from – https://mindfray.com/
 
Behrmann, M., Thomas, C., et al. (2006). Seeing It Differently: Visual Processing in Autism; Retrieved online from – www.ncbi.nlm.nih.gov/pubmed/16713326/
 
Bodfish, J. (2004). Treating the Core Features of Autism: Are We There Yet?; Mental Retardation & Developmental Disabilities Research Reviews; V10, p316-326.

Burnette, J. (2013). Groupings that Work for Students with Disabilities. Retrieved online from  – https://www.readingrockets.org/article/groupings-work-students-disabilities/
 
Exley, S. (2003). The Effectiveness of Teaching Strategies for Students with Dyslexia Based on Their Preferred Learning Styles; British Journal of Special Education; V30:4, p213-220.
 
Intentional IEP Staff writer (2019). IEP Accommodations vs. IEP Modifications; The Intentional IEP, Retrieved online from – https://www.theintentionaliep.com/iep-accommodations-vs-iep-modifications/
 
Just, M., Cherkassky, V., et al. (2014). Identifying Autism from Neural Representation of Social Interactions: Neurocognitive Markers of Autism; PloS ONE; V9:12.
 
Logsdon, A, (2020). How to Teach a Child With Learning Disabilities; Retrieved online from – https://www.verywellfamily.com/teaching-strategies/

Mayes, S., Frye, S., et al. (2018). Diagnostic, Demographic, & Neurocognitive Correlates of Dysgraphia in Students with ADHD, Autism, Learning Disabilities & Neurotypical Development; Journal of Developmental & Physical Disabilities; V20, p489-507.
 
Mesibov, G. (2004). Learning Styles of Students with Autism; Retrieved online from  – ASA, Univ. of N.C.; http://www.bridges4kids.org/ 
 
Neufeld, J., Hagstrom, A., et al. (2019). Global & local Visual Processing in Autism – a Co-twin Control Study; V61:4.
 
O’Hara, S. (2016). Learning Styles: Activist, Pragmatist, Theorist, Reflector – Which One Is Your Child?; Retrieved online from – www.futureschool.com/

Staff Writer (2019). Overview of Learning Styles; Retrieved online from – learning-styles-online.com/overview/
 
Xin, J., Sheppard, M., et al. (2017). Brief Report: Using iPads for Self-Monitoring of Students with Autism; Journal of Autism Developmental Disorders; V47, p1559-1557. 
 
APPENDIX A -  Eight Types of Visual Processing Disorder

Retrieved online from – https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/

​Visual processing disorder can cause issues with the way the brain processes visual information. There are many different types of processing disorder and many different symptoms, which can include trouble drawing or copying, inability to detect differences in shapes or letters, and letter reversals. There are eight different types of visual processing difficulties, each with its own symptoms. An individual can have more than one type of visual processing difficulty.
 
EIGHT TYPES OF VISUAL PROCESSING DISORDER –

1. VISUAL DISCRIMINATION ISSUES:
·        Trouble seeing the difference between similar letters, shapes, or objects
2. VISUAL FIGURE-GROUND DISCRIMINATION ISSUES:
·        Struggle to distinguish a shape or letter from its background
3. VISUAL SEQUENCING ISSUES:
·        Find it difficult to see shapes, letters, or words in the correct order; may skip lines or read the same line 
          over and over
4. VISUAL-MOTOR PROCESSING ISSUES:
·        Trouble using what they see to coordinate with the way they move; may struggle to write within lines or 
          bump into objects while walking
5. LONG- OR SHORT-TERM VISUAL MEMORY ISSUES:
·        Struggle to remember shapes, symbols, or objects they’ve seen, causing issues with reading and spelling
6. VISUAL-SPATIAL ISSUES:
·        Trouble understanding where objects are in space; unsure how close objects are to one another
7. VISUAL CLOSURE ISSUES:
·        Difficulty identifying an object when only parts of it are showing
8. LETTER AND SYMBOL REVERSAL ISSUES:
·        Switch numbers/letters when writing, mistaking “b” for “d” or “w” for “m”
 
UNIT 5 CHAPTER 4 – WORKING ON DAILY INDEPENDENT LIVING SKILLS
 
WORKING ON DAILY INDEPENDENT LIVING SKILLS 

Working on your child’s daily independent living skills takes patience and creativity. If your child responds to ‘print’ on posters or in books, you might try creating a Visual Daily Schedule to teach ‘Daily Independent Living Skills’. Of course, social stories and verbal prompting or other visual and auditory cueing is usually necessary. Your child may never spontaneously or independently use these visuals to dress or bathe, but that is the ultimate goal. If your child likes music and songs, that may be a way to reach and teach them.
 
Duff, C. & Flattery Jr., J. (2014) decided that developing ‘daily independent living skills’ and developing ‘self-awareness’ go together hand-in-hand. This becomes one of the trickier tasks to teach any child. So, understand that before teaching ‘daily independent living skills’ one must have developed ‘self-awareness’.
 
< My Thoughts >       “…developed ‘self-awareness’...”
 
This is a tricky task, because before teaching ‘daily independent living skills’ one must establish that the child already has ‘self-awareness’. Because the autistic child seems to live outside themselves, awareness of what is going on is directed to them, often escapes them. Getting and keeping your child’s attention, plus finding your ‘teachable moments’ becomes a huge challenge.
 
Note: See more about ‘self-awareness’ in – UNIT 5 CHAPTER 4  – DETERMINING PERSONAL & SOCIAL AWARENESS

Rudy, L.J. (2018) asks, “Will your autistic child grow up to lead a normal life?” Not only does this question plague parents, but it can also become a mantra for grandparents, friends, and extended family. "When will he stop acting that way?" "Will he ever be able to live on his own?"
 
What do you mean by ‘normal’ life? Strangely, many people still think of "normal" adulthood as involving a full-time job with a pension, heterosexual marriage, 2.5 kids, and a mortgaged house in the suburbs. A fast-shrinking number of people actually live this way.
 
So, which form of ‘normal’ might be right for your grownup autistic child? What do you mean by ‘grownup’ child? Some say that becoming an adult begins at age 13, or, when job opportunities open up to teens at age 16. Young adults can join the military at age 18; drinking is legal at 21. The 1990 Federal IDEA Law provides services to young adults with autism until their 22nd birthday. So, which is it?
 
People with autism are, by definition, developmentally delayed. In many cases, they will never "catch up." In other cases, however, time does make a real difference in functional ability. For most people with autism, it can take longer to gain the social communication skills required for self-reliance; for true independence.
 
What do you mean by ‘independence’? This means working full time, creating and maintaining a vibrant social and recreational life, renting or buying and maintaining and cleaning a home. Independently shopping, cooking, paying bills and taxes, handling health and financial concerns; as well as having insurance coverage of all sorts, the list goes on and on. 
 
Staff Writer (2018) starts by saying that his autistic daughter is extremely intelligent, an academic high achiever. So much so that she is in the gifted and talented program at her elementary school. Intelligence is not one of her weaknesses, ‘executive functioning’ is. How can an autistic adult live independently when independence is such an issue for so many of them?
 
An autistic adult should be able to live independently with the right tools. But, simple occurrences in most people’s homes become very complicated situations for people living with autism. One great example would be fire alarms. When a fire alarm goes off, my daughter covers her ears and starts screaming; stays frozen in place.
 
My daughter is an amazing communicator, unless something unexpected happens. The shattering of a glass on the kitchen floor sent me running into the kitchen. She was fine. She stood perfectly still in the circle of glass, unable to even verbalize what had just happened. Then my amazing communicator goes into shutdown mode at the first sign of trouble. When this happens, my directions have to be few and deliberate. “Don’t walk!” and “Let me sweep up the glass.”
 
For living outside of the family home, here are some possibilities –
 
·        Group homes
·        In-house supports
·        In-law apartments
·        Community housing
·        Compassionate roommates
 
Alarmingly, only 1 in 4 family caregivers is even saving for financial provision so that their autistic adult can live independently in the future.
 
Note: More about ‘executive functioning’ in UNIT 3, Chapter 3 Cognition; also, Living Arrangements in the Future and the Autistic Adult in UNIT 6, Chapter 5.
 
Senator, S. (2016) asks, “When did I start facing the truth that Nat would someday have to live without me?” I always knew that I wanted Nat to be as independent as possible, but until that fateful Individualized Education Plan (IEP) meeting, I had not needed to face Nat’s adulthood. I began to feel certain that he did not need Social Studies or Literature.
 
< My Thoughts >       “…until that fateful IEP meeting…”
 
The Transition Plan is part of the student’s IEP and is federally mandated. Beginning in the child’s 14th year, this additional meeting takes place. The exact placement age can vary by state and/or school district. Transition Planning is about more than just college, it covers jobs and daily life skills too. Sometimes, at this point, a parent may request a State or County Social Worker. This helps with planning possible living arrangements, outside the family home. Some say Transition Planning is just a hopeful exercise, because by the time your child ages out of the Public School System, many ‘planned for’ things have changed. But parents should keep up with the legal services and programs afforded their ‘disabled’ child.
   
Along with the ‘teacher of record’, Transition Specialists usually deliver the appropriate services to schools, teachers, administrators, students, parents, and community agencies intended to address student’s post-secondary outcomes; such as –
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• Career preparation.
• Transition planning and post-secondary opportunities.
• Linkage with community agencies opportunities.
• Pre & post transition activities and professional development.
• Quarterly parent informational meetings regarding transition.

This is one of the 13 federally mandated IEP Laws and is NOT a separate entity, but it is a part of the student’s IEP. As with the other IEP Goals, this part of the document is ‘student-centered’, providing for their needs, interests, and preferences.
 
Federal law requires “appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills”
 
Note: More about IEP Transition Plans in UNIT 6, Chapter 3; Part 1 APPENDIX.
 
Hoover, R. (1988) has said that counselors use tests for placement, and guidance to increase self-knowledge, improve decision making, and acquire data to be used in choosing a variety of therapies. 
 
Tests which may be relied upon for guidance counselors –

• Adaptive Behavior Tests
• Course or Career Aptitude Test
• Interest & Work Value Test
• Intelligence Test
• Grade level achievement Test
• Personality & Preference Tests
• Maturity & Employability Tests
• Self-Determination Test
• Work-related Temperament Test

The above are usually either general survey batteries of tests covering several subject areas or single-subjects. Tests can be criterion-referenced, norm-referenced, or both. Achievement tests are usually identified by grade level.
 
Senator, S. (2016) says, I awoke fully to the understanding that the best thing I could do as his mother was to help him fly, as unfettered by his disability as possible. And so, we crossed over. I am being to be asked to bear a greater sorrow than had I imagined possible. Perhaps worse than the day I first learned of his autism diagnosis. I am to accept that this very narrow future, this nearly closed door, is the only remaining place for my firstborn son. I guess the only thing I can do is take his hand and we will cross over, together.

School hadn’t told me anything about whom to call or to see. He’ll need somewhere to live. Who helps with those agencies, vendors? How do you get the money?

I found some phone numbers to call. But their response was – “He’s only 17?” she said, “You have time.”

< My Thoughts >           “You have time.”

Our state appointed a wonderful social worker for us. She kept us updated with the changing laws, new programs, and services for which we might be eligible. Also, she looked for ways we might qualify for federal, state, and county monies, vouchers, or other opportunities. We stay informed about new pilot programs which may become available to us. The latest one is called a ‘Host Home Program’, sponsored by Family Services. The Host Family takes in a disabled person who is similar in age and interests as the kids in their family.

Senator, S. says that you may need 2 or 3 different programs. Ex. Work, after work, and evening/morning care disability-based programs may be necessary. Nat will need transportation, feeding & toileting assistance. He’ll need health care med delivery & monitoring. Helplessness mixed with dread started trickling in.
Nat’s autism was severe. His behavior was unpredictable. He was given to biting his arm in frustration, which came quite easily.

People say, “We’re here for you!” They may feel that way today, but their programs may not even be in existence when you’re ready. Or, they will now require private pay because they have lost funding.

< My Thoughts >       “…may not even be in existence when you’re ready.

With autism, changes are constantly occurring. Changes in services and changes in the child’s autism. Sonny’s loss of skills caused by medication or seizures changed his ability to perform as needed for his Day Program, so he was no longer welcome there.

Laws and lives change. People who promise to help and/or support you may move on, get new jobs, go on vacation, on family leave, or go into retirement. When the time comes and families look for needed help, Federal, State and County Agencies tend to ask family members to step-up. A common response is, “Can’t your other son, or his brother, take over his care?” “No, they don’t have the skills, resources, or ability to become their ‘Brother’s Keeper’.”

Senator’s final words in her book for aging parents, or parents of autistic children aging out, are – “Do the legwork, be vigilant, make lists, and never stop asking questions.”

< My Thoughts >                               “…never stop…”

Good advice, never stop networking in the community, and on the government social networks online, research and research some more. Keep up with what’s available, should you need it. Make contacts and a list of contact persons updated. Find updates on this amazing family through Social Media.

Damon, L. (2011) decided to take a keen notice of things that her daughter Carrie showed a particular interest or ability in. She is an incredible little artist, but only with the computer. She hates to use a pen or pencil because the little hand grasp is difficult for her. But she can create these really amazing drawings using the computer.
 
So, I’m already looking into graphic design for her. The really important thing for me to remember is that this could all change. She might lose all interest in computers by next year. I have to remain flexible and resist the urge to decide. It may not work out that way. I will admit, it looks really good from here, but the future isn’t set.
 
< My Thoughts >            “…the future isn’t set.”
 
Again, a reminder that the future isn’t set, but future planning is possible. Transition Planning is required as part of the IEP process, according to the Individuals with Disabilities Education Act (IDEA 2004). Educational institutions are bound by law to provide students with Transition Planning concerning future work training and leisure time activities. They also suggest ‘direct observation’ and data collection to support the direction of that plan.
 
The Division on Career Development & Transition (DCDT) of the Council for Exceptional Children provide a lot of information on this subject. The DCDT department gives information on providing career preparation, providing planning opportunities, linking with community agencies, and conducting parent meetings to discuss this subject.
 
DCDT suggests that parents begin observing their child for possible preferences, interests, and abilities. The article says to notice how the person interacts with others, completes tasks, and initiates new directions. Also, give examples of interests. Child attends and enjoys karate classes at the YMCA. Or, they like performing repetitive tasks in an organized work space.
 
Think about noting possible situation, or environmental barriers, or difficulties which may arise due to the person’s needs. For example, the person does not like large, noisy spaces. Or, may never be able to learn to drive a car or independently take public transportation. Keep copies of any assessments and aptitude tests which have been made and know that there are many tests out there to request to evaluate your child. Also, keep examples of any work you think may show special talents, or creative interests and/or hobbies enjoyed. Retrieved online from – http://community.cec.sped.org/dcdt/home/.
 
< My Thoughts >           “…observing their child…”
 
While getting to know your child, spend enjoyable moments with them. Make memories to look back upon, on those days when you need to feel good about how things are going. We devised a collection of photos for Sonny. Available to him on his bookshelf, he often looks through them. We never know exactly why, but they served some pleasurable purpose for him. He laughs, grunts, or makes some noises, especially for his favorites like the photo of the beautiful kitchen we visited in Death Valley Scottie’s Castle.
 
Whiffin, L. (2009) strives for enjoyable moments with her son. She creates activities of anticipation, surprises, and unpredictability, saying – They all help Clay reference our faces and our body language so he can figure out what to do next, how to react.
 
Leeann describes a time when her boys were engrossed in a card game, she called them to dinner in a silly, high, squeaky voice. Clay’s response was that he looked shocked until he realized it was her. “Aw Mom, you scared me.”
 
One night she set the table with the glasses upside down and the forks turned the wrong way. Clay’s response, when he noticed he asked, “What happen here?”
 
One day she put on a pair of huge crazy green, glitter glasses. Clay’s response, “Mom, why do you have those?” he says. “Let me see.”  He pulled them off her face and put them on. Sometimes she says how she puts a sticker on her face and talks to him until he notices. He stares at it and pulls it off.
 
< My Thoughts >            “He pulled them off…”
 
Sometimes, Sonny walks by me, looking through me, until he sees a hat on my head. As he grabs it off my head, I imagine him saying, “That hat belongs on the shelf NOT on your head!” Because much of the day he goes from room to room doing what we call, ‘taking inventory’. Seemingly, inspecting to see if all things are straightened the way he likes. Or, he will go around looking for pop-up tissues to push back into the box, out of his line of sight. And, with each action, grunting with satisfaction.
 
Note: More about Career concerns in the Future and the Autistic Adult in UNIT 6, Chapter 5.
 
REFERENCES: UNIT 5 CHAPTER 4 WORKING ON DAILY INDEPENDENT LIVING SKILLS –
 
Arky, B. (2019). Aging Out: When Kids with Autism Grow Up; Child Mind Institute; childmind.org/article/
 
Damon, L. (2012). Knowing Autism; eBook Edition.
 
Duff, C. & Flattery Jr., J. (2014). Developing Mirror Self Awareness in Students with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V44, p1027-1038.
 
Hoover, R. (1988). Counselors’ Use of Tests: Process & Issues; ERIC Clearinghouse on Counseling & Personnel Services; Ann Arbor, MI.
 
Rudy, L. (2018). Get Out, Explore & Have Fun: How Families of Children with Autism or Asperger Syndrome Can Get the Most Out of Community Activities; eBook Edition.
 
Senator, S. (2016). Adult Autism: Insights & Creative Strategies for a Fulfilling Life: 2nd edition; eBook Edition.
 
Staff Writer (2018). Are There Ways An Autistic Adult Can Live Independently?; Retrieved online from – https://blog.ecarevault.com/2018/01/autistic-adults-can-live-independently/
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Whiffen, L. (2009). A Child’s Journey Out of Autism: One Family’s Story of Living in Hope and Finding a Cure; eBook Edition.
 
DISCLAIMER (2024) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024
 
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